- Ask Ss to look at the picture andanswer the questions.- Quickly write Ss’ answers to question3 on the board.

- Play the recording.- Ask Ss if their guesses on the boardare correct.

- Answer.

- Ask Ss to work independently.- Allow them to share answers beforediscussing as class.

- Individual work

- Listen and read

- Write the correct answers on theboard.

Content* Presentation:*Questions:1. Who are they?2. Where are they?3. What might they be talking about?

* Practice:1a- Read the conversation again andcomplete the following sentences. Use nomore than three words in each blank.Key:1. on a picnic2. reusable; natural3. the check-out4. a reusable5. cycling

- Pair-work- Ask Ss to give their answers withoutreading the conversation again. Thenask them to read the conversation andcheck their answers.

- Confirm the correct answers.- T asks SS to read the conversationagain to find the expressions.- Ask Ss to guess the meaning of eachexpression. Explain the meaning ifnecessary.

1b. Base on the ideas in the conversation,match the first half of the sentence incolumn A with its second half in column B.Key:1. b 2. c 3.a- Individual work

1c. Find the expressions in theconversation. Check what they mean.Key:1. I understand.2. Used to introduce a new subjectfor consideration or to give furtherinformation.

Note

GIAOANDETHITIENGANH.BLOGSPOT.COM- Have Ss work in pairs to put a suitableexpression in each blank and thenpractice the conversation.- Check Ss’ answers by asking somepairs to act out the conversation.- Ask Ss to so this exercise individuallythen compare their answers with aclassmate.

- Play the recording for Ss to listen,check and repeat their answers.

- Pair –work

- Individual work

- Listen and repeat.

- Ask Ss to match the causes in ColumnA with the effects in column B.- Pair-work

3. Used to say ‘no’ or ‘not’ strongly.1d. Fill each blank with a suitableexpression.Key:1. I see2. Not at all3. By the way2- There are a lot of environmentalproblems today. Write each problem in thebox under the picture.Key:1. soil pollution2. deforestation3. water pollution4. noise pollution5. air pollution3. Now, listen, check and repeat theanswers.Watch out!To express effects we can use thestructures ‘to make sth/sb do sth’ or ‘tocause sth’.4. Match the causes in Column A with theeffects in column B.Key:1. b 2. d 3. e 4.c 5.a

- Have Ss to work in group of six andfollow the steps to play the game.

- Group-work

* Production:5. GameWhich group is the winner?*Homework:- Practice the conversation.- Prepare the next lessoncloser look 1)

- Have Ss read the information in thetable and draw a line from a symbol incolumn A to matching word in columnB and meaning in column C. Ss workin pairs to compare their answersbefore giving T the answers.

- Pair-work

- Have Ss work in pairs to do thisactivity.- Call on Ss from different pairs to goto the board and write the words.

- Pair-work

- Ask Ss to work in pairs and put thewords from 2 in appropriate groups.Draw the table on the board and callthree Ss to go to the board and writetheir answers.- One word can belong to more thanone group.

GIAOANDETHITIENGANH.BLOGSPOT.COM- Play the recording for ss to listen tothe song. Play the recording again forSs to sing along. Ask some Ss to singthe song.- Have Ss read out the words first.Then play the recording for them tolisten and repeat the words. Play therecording as many time as necessary.- Play the recording again. Ask Ss toput the words in the correct columnwhile they listen.

- Have Ss do this exercise individuallyfirst.- Then compare their answers with apartner.Play the recording and pause aftereach word which has the underlinedfor Ss to check their answers. Askthem to practice the conversation inpairs.

- Ask Ss to do this activity quickly thegive the answers to T.- Write their answers on the boardand confirm the correct answers.

- Have Ss do this exercise individually,then compare their answers with aclassmate. Call on some Ss to read outthe sentences.- Have Ss to do this activity in pairs.- Ask Ss to write their sentences onthe board.- Ask for feedback form other Ss.- Confirm the correct answers.

Ss’ Activities- T-Whole class

- Individual work

- Individual work

- Pair work

Content* Warm-up: GrammarConditional sentences – type 11. Listen again to part of the conversationfrom Getting Started. Pay attention to theconditional sentences.Ex:- If you use less paper, you will save a lot oftrees.* Practice:2. Write the correct form of the verb inbrackets.Key:1. is; will plant2. recycle; help3. will save; don’t waste4. will have; use5. isn’t/ is not; will be3. Match an if-clause in column A with asuitable main clause in column B.Key:1. c 2. e 3. b 4. a 5.d4. Combine each pair of sentences below tomake a conditional sentence – type 1.Key:1. If we pollute the air, we will havebreathing problems.2. If people pollute the water, a lot of fishwill die.3. If we cut down trees in the forest, there

Note

GIAOANDETHITIENGANH.BLOGSPOT.COM- Have Ss do this exercise individually,then compare their answers with aclassmate.- Call on some Ss to write theiranswers on the board.- Ask other for comments.- Correct any mistakes.- Give them the suggested sentences.

- Divide class into groups (A and B)and give each Ss a trip of paper. Ssfrom group A write an if-clause. Ssfrom B write the main clause.

- Individual work

will be more floods.4. If the soil is polluted, the plants will die.5. If there is noise pollution, people andanimals will have hearing problems.5. Use your own ideas to complete thesentences below. Share your sentences witha classmate do you have the samesentences.Key:1. If you walk to school, you will havereduce air pollution.2. If you use recycle paper, you will savetrees.3. If the Earth becomes hotter, the sealevel will rise.4. If parents teach their children about thethree Rs, children will help theenvironment.5. If you want to save a lot of electricity,you will have to turn off all the lightsbefore going out.

- Have Ss read the questions quicklyand make sure that they know what todo.- Ask Ss to answer the questionsindividually, then turn to page 53 tocheck their answers and count thepoints.- Ask some Ss to speak out the pointsthey received.- Ask Ss to work in pairs. One is theinterviewer and the other is theinterviewee.- Ask Ss to do the interview in about 7minutes and to note down their friends’answers.- The interviewer then share theiranswers with their friends and find outhow many different answers they have.- Call some Ss report the results of theirinterview to the class.

Ss’ Activities- T whole class

- Individual work

- Pair-work

Content* Presentation:Grammar points: Conditional sentences – type 1. Questions to ask about frequency.Extra vocabulary: Do a survey Recycling bin Wrap Be in need Breeze Invite* Practice:1. The 3Rs Club in your school is doing asurvey on how ‘green’ the students are.Help them answer the following questions.SURVEYHow ‘Green’ Are You?

2. Interview a classmate. Compare his/ heranswers with yours. How many differentanswers have you got?- Report your classmate’s answers to theclass.

Note

GIAOANDETHITIENGANH.BLOGSPOT.COM

- Ask SS to work in groups.- Give each group a large piece of paper.Ss have to write two more questions onthis paper. When time is up, ask thegroups to stick their questions on theboard or on the wall. Read thequestions out aloud.- Ask Ss for comments on the questions.Give feedback on the questions. Finally,the class votes for the best questions.

- Group-work

* Production:3. Work in groups. Think of two morequestions to add to the survey.- Share your group’s questions with theclass. Vote for the best questions.

*Homework:- Prepare the next lesson :(Skill 1)

GIAOANDETHITIENGANH.BLOGSPOT.COMUNIT 11: OUR GREENER WORLDLesson 5: Skill 1I. Objectives:By the end of this lesson, students can read for specific information about tips on how to be‘green’.II. Language Focus:1. Vocabulary: the lexical items related to the topic “Our greener world”.2. Structures:Conditional sentences – type 1III. Method: Communicative approachIV. Teaching ads: Course book, CD player, picture.V. Procedures:Teacher’s Activities- Tell Ss they are going to read sometips that can help them to become‘green’.

GIAOANDETHITIENGANH.BLOGSPOT.COM- Ask SS to read the tips quickly andlocate the words/ phrases in the text.

- Individual work

* Practice:1. Find these words or phrases in the textand underline them.

swap

charityreusable

creative

Recycling bin- Ask Ss to do this exercise individuallyand then compare their answers with aclassmate.- Ask for Ss’ answers. Confirm thecorrect answers.- Ask Ss to give some examples with thewords/ phrases.

- Have Ss read the tips again to answerthe questions.- Set a strict time limit to ensure Ss readquickly for information.- Ask ss to compare their answersbefore giving the answers to T.- Ask them to give evidence whengiving the answers.

- Individual work

- Pair-work

- Group-work- Ask Ss to work in groups and discussthe questions.

- Ask SS to work in groups and findcreative ways to reuse the itemsindicated in the book.

2. Match the words with their meanings.Key: Creative: unique and interesting. Charity: giving things to people inneed. Swap: give something to a person andreceive something from him. Reusable: can be used again. Recycling bins: containers for thingsthat can be recycled.3. Answer the questions.Key:1. Recycling bins2. Give them to charity or swap themwith your friends or cousins.3. Refillable ones.4. Turn the tap off when brushing yourteeth or washing the dishes.5. Reusable water bottles.4. Work in groups.Do you think you can follow the tips for‘going green’?

- Group-work

* Production:5. The last tip tells you to find creativeways to reuse items before throwing themaway. Can you think of any creative waysto reuse?a) Old envelopes?b) Used water bottles?c) Used books?

GIAOANDETHITIENGANH.BLOGSPOT.COMUNIT 11: OUR GREENER WORLDLesson 6: Skill 2I. Objectives:By the end of this lesson, students can listen to get specific information about ways to makethe school a “green’ place.II. Language Focus:1. Vocabulary: the lexical items related to the topic “Our greener world”.2. Structures:Conditional sentences – type 1III. Method: Communicative approachIV. Teaching ads: Course book, CD player, picture.V. Procedures:Teacher’s Activities- Tell Ss that the 3Rs Club is looking fora new president. Quickly elicit thenecessary qualities of the clubpresident from Ss and write them onthe board.- Have Ss read the advertisement forthis position.- Ask them what they will do if theybecome the club president.

- Have Ss guess the word/number to fillin each blank and write on the board.- Play the recording and ask Ss to listento check their guess.- Ask for Ss’ answers and write them onthe board next to their guesses.

- Ask Ss to read the statement inexercise 2 and write T or F at the end ofeach statement without listening to therecording.- Have ss compare their answers in pairsbefore giving T the answers.- Ask Ss work in pairs and intervieweach other to find out the three thingsthey will do if they become clubpresident. Ask Ss to take notes abouteach other’s ideas. Ask Ss to expand the

Ss’ Activities- T whole class

- Individual work

- Pair-work

- Pair-work

Content* Presentation: ListeningA new president wanted. Are you creative? Do you want our school to be a‘green’ place? What will you do if you become thepresident? Raise your voice and become ourpresident!!* Practice:1. Listen to two Ss talking about what theywill do if they become the president. Put thewords or a number in each blank tocomplete the table.Key:1. 6A5. 6E2. Recycling6. Bus3. Saving lights7. Gardening4. Book8. Uniform2. Write T (true) or F (false)Key:1. T4. F2. F5. T3. T Writing3. Interview a classmate. Ask him or her

Note

GIAOANDETHITIENGANH.BLOGSPOT.COMidea and giving examples. If timeallows, have some Ss present theirfriend’s ideas or write the ideas on theboard.

what three things he or she will do are if heor she becomes the president of the 3Rsclub. Take notes below.

Name: ……………………Idea 1: ……………………Idea 2: ……………………Idea 3: ……………………

- Ask Ss to write their paragraphindividually based on the suggestions inthe book.

- Ask SS to do this activityindividually then comparetheir answers with a partner.- Ask three Ss to go to theboard, each writing a wordweb on the board. Elicit otherwords from Ss to add to thewebs.- Follow the example in thebook, ask Ss to work in pairs toask and answer questionsabout the 3Rs.- Call on some pairs to act outtheir dialogues. Comment onSs’ performance.- Ask SS to do this activityindividually then comparetheir answers with a partner.

individually. Then SS checktheir answers with theirpartner- Get feedbacks and correct ifnecessary

brackets.Key:1. Is; will rise2. Rises; will disappear3. Reduce; will have- Individual work

- Ask Ss to do the exerciseindividually. Then SS checktheir answers with theirpartner- Ask some Ss to write theiranswers on the board. Givefeedback.

-Ask Ss to work in groups offour. One student interviewsthe other three groupmembers and notes downtheir answers. Ask some Ss toreport the results to the class.

- Group-work

4. Don’t have; willbe5. Are; will be

5. Combine each pair of sentencesbelow to make a conditional sentence –type 1.Key:1. If Ss recycle and use recycledmaterials, they will save energy.2. If we use the car all the time, wewill make the air dirty.3. You will save electricity if you turnoff your computer when you don’tuse it.4. People will stop using so muchenergy if they want to save theenvironment.5. If you see a used can on the road,what will you do?* Production: Communication6. Work in groups. Interview threeclassmates and note down theiranswers. Share their answers with theclass.Finished! Now you can………*Homework:- Do “project” on page 57.- Prepare next lesson :(Unit 12: Robots Lesson 1: Getting Started)